Investigating the Relationship between Motivational Beliefs and Digital Literacy among Bushehr University Students

Document Type : Original Article

Authors
Shahnaz Hashemi 1
Ryhaneh Faqihian Alirezaei Alawiche 2
1 Associate Professor, Department of Communication Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran
2 PhD Candidate, Department of of social Communication Sciences, Ardabil University, Ardabil, Iran
10.22034/aimj.2023.218281
Abstract
Students who have internal motivation mainly perform better in achieving educational goals than students who are unmotivated, and internal motivation and beliefs can play an important role in learning and acquiring knowledge. Digital literacy is one of the necessary skills in the 21st century, which students especially need in the context of online education and vast virtual space. For this purpose, this article examines the relationship between motivational beliefs and digital literacy among students of Bushehr University of Medical and Applied Sciences. In this research, a descriptive study of correlation, 104 students were randomly selected and studied. The findings of this study confirm the positive and significant relationship between motivational belief strategies and digital literacy competence, which indicates the important role of spontaneity in promoting digital literacy and also preparing students to participate in the digital future. The findings showed a positive and significant correlation between technological beliefs, responsible beliefs and goal orientation with digital literacy. It means that motivational beliefs create social-emotional strategies for students' learning in relation to digital literacy

Keywords

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Iranian Journal of Information Management
Volume 9, Issue 1 - Serial Number 16
September 2024
Pages 183-195

  • Receive Date 18 April 2023
  • Revise Date 03 February 2024
  • Accept Date 06 April 2025